L’innovation pédagogique pour elle-même s’avère parfois discutable, mais elle se justifie quand les enseignants se heurtent aux difficultés d’apprentissage de leurs étudiants. En particulier, certaines notions de physique sont réputées difficiles à appréhender par les étudiants, comme c’est le cas pour l’effet photoélectrique qui n’est pas souvent compris par les étudiants au niveau collégial. Cette recherche tente de déterminer si, dans le cadre d’un cours de physique, la simulation de l’effet photoélectrique et l’utilisation des dispositifs mobiles et en situation de collaboration favorisent une évolution des conceptions des étudiants au sujet de la lumière. Nous avons ainsi procédé à l’élaboration d’un scénario d’apprentissage collaboratif intégrant une simulation de l’effet photoélectrique sur un ordinateur de poche. La conception du scénario a d’abord été influencée par notre vision socioconstructiviste de l’apprentissage. Nous avons effectué deux études préliminaires afin de compléter notre scénario d’apprentissage et valider la plateforme MobileSim et l’interface du simulateur, que nous avons utilisées dans notre expérimentation : la première avec des ordinateurs de bureau et la seconde avec des ordinateurs de poche. Nous avons fait suivre à deux groupes d’étudiants deux cours différents, l’un portant sur une approche traditionnelle d’enseignement, l’autre basé sur le scénario d’apprentissage collaboratif élaboré. Nous leur avons fait passer un test évaluant l’évolution conceptuelle sur la nature de la lumière et sur le phénomène de l’effet photoélectrique et concepts connexes, à deux reprises : la première avant que les étudiants ne s’investissent dans le cours et la seconde après la réalisation des expérimentations. Nos résultats aux prétest et post-test sont complétés par des entrevues individuelles semi-dirigées avec tous les étudiants, par des enregistrements vidéo et par des traces récupérées des fichiers logs ou sur papier. Les étudiants du groupe expérimental ont obtenu de très bons résultats au post-test par rapport à ceux du groupe contrôle. Nous avons enregistré un gain moyen d’apprentissage qualifié de niveau modéré selon Hake (1998). Les résultats des entrevues ont permis de repérer quelques difficultés conceptuelles d’apprentissage chez les étudiants. L’analyse des données recueillies des enregistrements des séquences vidéo, des questionnaires et des traces récupérées nous a permis de mieux comprendre le processus d’apprentissage collaboratif et nous a dévoilé que le nombre et la durée des interactions entre les étudiants sont fortement corrélés avec le gain d’apprentissage. Ce projet de recherche est d’abord une réussite sur le plan de la conception d’un scénario d’apprentissage relatif à un phénomène aussi complexe que l’effet photoélectrique, tout en respectant de nombreux critères (collaboration, simulation, dispositifs mobiles) qui nous paraissaient extrêmement utopiques de réunir dans une situation d’apprentissage en classe. Ce scénario pourra être adapté pour l’apprentissage d’autres notions de la physique et pourra être considéré pour la conception des environnements collaboratifs d’apprentissage mobile innovants, centrés sur les besoins des apprenants et intégrant les technologies au bon moment et pour la bonne activité. / The educational innovation itself is sometimes debatable but it is justified when the teachers confront the learning difficulties of their students. In particular, some notions of physics are notoriously hard for students to understand, as is the case for the photoelectric effect which is not often comprehended by the students at the college level. This research tries to determine if, as part of a physics course, the simulation of the photoelectric effect and the use of mobile devices in collaborative situations facilitate an evolution of the student’s conceptions about the concept of light. We have proceeded to develop a scenario of collaborative learning by integrating a simulation of the photoelectric effect on handheld devices (Pocket PC). The design of scenario was first influenced by our socioconstructivist vision of learning. We conducted two preliminary studies to complete our scenario of learning and to validate the platform « MobileSim » and the interface of the simulator used in our experiment. The first studies were completed with a simulation on computers and the second with a simulation on Pocket PC. After that, we carried out the experimentation with two groups of students. The control group was assigned to the traditional approach of teaching and the experimental group was assigned to the approach based on the developed scenario of collaborative learning. We have conducted a test twice to assess a conceptual change about the nature of light and about the phenomenon of the photoelectric effect and related concepts. The first test (pre-test) before the students are involved in the course and the second (post-test) after completion of experiments. Our results in the pre-test and post-test were completed by conducting semi-structured individual interviews with all students, by video recordings and recovered traces (on log files or on paper). Students in the experimental group obtained good results in the test compared to those of the control group. We noted an average gain of learning qualified at a moderate level according to Hake (1998). Interview results were used to identify some conceptual difficulties of student learning. Analysis of collected data from video sequences, questionnaires and recovered tracks allowed us to better understand the process of collaborative learning and has revealed that the number and the time of interactions between students are strongly correlated with the gain of learning. At first, this research project is a success in the designing of a learning scenario of a phenomenon as complex as the photoelectric effect and respects many criteria (collaboration, simulation, mobile devices, etc.) that it seemed for us extremely utopian to combine them in an effective learning situation in the classroom. For instance, this scenario could be adapted to the learning of other concepts in physics. It could also be considered for the design of collaborative environments for innovative mobile learning focused on the needs of learners that integrate the technologies at the right time and for the right activity.

Submitted by Ricardo Cedraz Duque Moliterno (ricardo.moliterno@uefs.br) on 2018-01-22T23:42:19Z No. of bitstreams: 1 Dissertacao-Alexandre-com Ficha catalografica.pdf: 2537452 bytes, checksum: ef66f70b176f6db12dc9aba025173ff1 (MD5) / Made available in DSpace on 2018-01-22T23:42:19Z (GMT). No. of bitstreams: 1 Dissertacao-Alexandre-com Ficha catalografica.pdf: 2537452 bytes, checksum: ef66f70b176f6db12dc9aba025173ff1 (MD5) Previous issue date: 2016-08-05 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / Teaching-learning physics processis a challenge in Brazil and the world. Currently, there is a consensus of the existence of a great difficulty in teaching physics at all levels of education. Teachers complain mainly of disinterest, lack of student motivation to learn physics, besides the widespread practice of finding schoolsteaching physicsby teachers who do not have a degree in physics, the number of physics teacher are insufficient and the quality of their formation often are questioned. These factors undoubtedly have hindered the ways to bring the physics contents to the classroom, and especially those related to modern and contemporary physics. The photoelectric effect is a phenomenon of modern physics and we can see it, in the day to day functioning of the doors of malls, in public lighting system, alarm systems, among others. In this work an educational software for PC or learning object, in form of a game about the photoelectric effect was developed in Java programming language. The main objective was to motivate the student to learn some concepts of contemporary physics, and thus provide a significant learning basics of the photoelectric effect, according to Ausubel's theory. The learning object consists of a data-sheet explain the stages of the game, some evaluation questions, which should be learned the basics of the photoelectric effect. Before and after using the software by student?s questionnaires were applied to assess the level of learning these concepts and motivation for learning science. A teaching and learning strategy using the LO was applied to a class of ninth year of elementary school in a public school from the city of Lauro de Freitas, Bahia. From the analysis of the results we can say that the application of LO in students of elementary school, generated a certain level of learning of the subjects on the photoelectric effect. At the same time, it was observed an increase in average student motivation index. The Cronbach's alpha was 0.86, showing a high value of reliability of data from the questionnaires. We highlight that the application of educational product, the proposed learning strategy, proved valid and suggest its use for teaching and motivation of elementary school students in learning some concepts of Contemporary Physics and Modern, through the photoelectric effect. / O processo de ensino-aprendizagem de f?sica ? um desafio da educa??o no Brasil e no Mundo. Atualmente, h? um consenso de que existe uma grande dificuldade em ensinar f?sica em todos os n?veis de ensino. Os professores queixam-se principalmente do desinteresse acompanhado da falta de motiva??o dos alunos em querer aprender f?sica, al?m da pr?tica generalizada de encontrar nas escolas, professores n?o graduados em f?sica leccionando f?sica, e os que existem s?o em n?mero insuficiente e a qualidade de sua forma??o muitas vezes questionada. Estes fatores sem d?vidas t?m dificultado as formas de levar o conte?do de f?sica e principalmente os relacionados com os conte?dos da f?sica moderna e contempor?nea para sala de aula. O efeito fotoel?trico ? um fen?meno da f?sica moderna e contempor?nea e podemos observa-lo no dia a dia no funcionamento das portas de shoppings, no sistema de ilumina??o p?blica, em sistemas de alarme, dentre outros. Neste trabalho foi desenvolvido um software educacional ou objeto de aprendizagem para PC, em forma de jogo sobre o efeito fotoel?trico, desenvolvido na linguagem de programa??o Java. O objetivo maior foi o de motivar o aluno ao aprendizado de alguns conceitos da f?sica moderna e contempor?nea, e assim, proporcionar uma aprendizagem significativa de conceitos b?sicos do efeito fotoel?trico, de acordo com a teoria de Ausubel. O objeto de aprendizagem ? formado por uma apostila, um question?rio e um jogo com v?rias fases, onde dever?o ser aprendidos os conceitos b?sicos do efeito fotoel?trico. Antes e ap?s o uso do software pelos estudantes foram aplicados question?rios para avaliar o n?vel de aprendizagem desses conceitos e a motiva??o ao aprendizado de ci?ncias. Foi criada uma estrat?gia de ensino-aprendizagem usando o OA e aplicada numa turma do nono ano do ensino fundamental em uma escola p?blica, no munic?pio de Lauro de Freitas, Bahia. Das an?lises dos resultados obtidos podemos afirmar que a aplica??o do OA nos estudantes do 9 ano do ensino fundamental, gerou um certo n?vel de aprendizagem dos assuntos abordados sobre o efeito fotoel?trico. Ao mesmo tempo foi constatado um aumento na m?dia do ?ndice de motiva??o dos estudantes. O coeficiente alfa de Cronbach foi de 0.86, mostrando um valor elevado de confiabilidade dos dados dos question?rios aplicados. Podemos destacar que a aplica??o do produto did?tico, com a estrat?gia de aprendizagem proposta, mostrou-se v?lido e sugerimos sua utiliza??o, para o ensino e motiva??o dos alunos do ensino fundamental no aprendizado de alguns conceitos da F?sica Contempor?nea e Moderna, atrav?s do efeito fotoel?trico.

Submitted by Larissa Vitoria Cardoso Cusielo (larissavitoria@id.uff.br) on 2017-09-04T20:04:17Z No. of bitstreams: 4 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Ricardo Monteiro da Silva - Dissertação Final.pdf: 3758859 bytes, checksum: 49af3504c4aab0f5b413eb6a8e306b18 (MD5) Ricardo Monteiro da Silva - Produto Final.pdf: 1135898 bytes, checksum: f780e3a33731edd0ccaaf7abee1165a9 (MD5) Ricardo Monteiro da Silva - Manual de Aplicacao Final.pdf: 512795 bytes, checksum: 076a5132843eca4ea0c8e8eeca05ae29 (MD5) / Approved for entry into archive by Biblioteca do Aterrado BAVR (bavr@ndc.uff.br) on 2017-09-05T19:21:50Z (GMT) No. of bitstreams: 4 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Ricardo Monteiro da Silva - Dissertação Final.pdf: 3758859 bytes, checksum: 49af3504c4aab0f5b413eb6a8e306b18 (MD5) Ricardo Monteiro da Silva - Produto Final.pdf: 1135898 bytes, checksum: f780e3a33731edd0ccaaf7abee1165a9 (MD5) Ricardo Monteiro da Silva - Manual de Aplicacao Final.pdf: 512795 bytes, checksum: 076a5132843eca4ea0c8e8eeca05ae29 (MD5) / Made available in DSpace on 2017-09-05T19:21:50Z (GMT). No. of bitstreams: 4 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Ricardo Monteiro da Silva - Dissertação Final.pdf: 3758859 bytes, checksum: 49af3504c4aab0f5b413eb6a8e306b18 (MD5) Ricardo Monteiro da Silva - Produto Final.pdf: 1135898 bytes, checksum: f780e3a33731edd0ccaaf7abee1165a9 (MD5) Ricardo Monteiro da Silva - Manual de Aplicacao Final.pdf: 512795 bytes, checksum: 076a5132843eca4ea0c8e8eeca05ae29 (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Universidade Federal Fluminense. Instituto de Ciências Exatas. Programa de Pós-Graduação em Ensino de Física. Volta Redonda, RJ. / A introdução de tópicos de física moderna no ensino médio já é uma realidade em praticamente todo país. No Estado do Rio de Janeiro, onde temos a adoção de um currículo mínimo, percebemos que esta introdução se dá de forma a privilegiar uma discussão conceitual, levando o aluno a refletir o mundo a sua volta e as tecnologias que estão presentes cada vez mais na sociedade. Muitas destas tecnologias são apoiadas em conceitos que envolvem conceitos de mecânica quântica, entre outros temas de física contemporânea. O uso de tecnologia de informação pelos alunos com seus “telefones inteligentes” abre espaço para introduzir ferramentas de tecnologia de informação no ensino de física, sobretudo o uso de simulações. Nesta dissertação apresentamos a elaboração de um produto educacional voltado ao ensino do efeito fotoelétrico no ensino médio através do uso do simulador PHET. O produto desenvolvido é uma sequência didática com questionários de levantamento de conhecimento prévio, leitura de material instrucional, pesquisa bibliográfica e realização de simulação, seguindo um roteiro de perguntas. Uma breve discussão sobre as bases teóricas que suportaram o desenvolvimento do produto é apresentada, bem como a metodologia empregada para a confecção do produto proposto. Descrevemos a aplicação do produto, bem como apresentamos uma avaliação do mesmo com a técnica de análise de conteúdo para as respostas dadas aos questionários e roteiros. O produto foi aplicado com sucesso e podemos inferir que sua utilização é viável, podendo ser uma boa opção para o ensino do efeito fotoelétrico. / The introduction of modern physics topics in secondary education is already a reality in virtually all over the country. In the state of Rio de Janeiro, where we have to adopt a minimum curriculum, we realize that this introduction is given in order to favor a conceptual discussion, leading students to reflect the world around them and the technologies that are increasingly present in our society. Many of these technologies are supported by concepts involving quantum mechanical concepts among other contemporary physics topics. The use of information technology by students with their "smartphones" makes room for introducing information technology tools in physics education, especially the use of simulations. In this thesis we present the design of an educational product geared to teaching the photoelectric effect in high school through the use of PHET simulator. The product developed is a didactic sequence with prior knowledge of survey questionnaires, reading instructional materials and literature, and conducting simulation following a script of questions. A brief discussion of the theoretical foundations that have supported the development of the product is presented and the methodology used for the preparation of the proposed product. We describe the application of the product and present an evaluation of it with the content analysis technique to the responses to the questionnaires and scripts. The product has been successfully applied and we can infer that their use is feasible, and it also can be a good option for teaching the photoelectric effect.

L’innovation pédagogique pour elle-même s’avère parfois discutable, mais elle se justifie quand les enseignants se heurtent aux difficultés d’apprentissage de leurs étudiants. En particulier, certaines notions de physique sont réputées difficiles à appréhender par les étudiants, comme c’est le cas pour l’effet photoélectrique qui n’est pas souvent compris par les étudiants au niveau collégial. Cette recherche tente de déterminer si, dans le cadre d’un cours de physique, la simulation de l’effet photoélectrique et l’utilisation des dispositifs mobiles et en situation de collaboration favorisent une évolution des conceptions des étudiants au sujet de la lumière. Nous avons ainsi procédé à l’élaboration d’un scénario d’apprentissage collaboratif intégrant une simulation de l’effet photoélectrique sur un ordinateur de poche. La conception du scénario a d’abord été influencée par notre vision socioconstructiviste de l’apprentissage. Nous avons effectué deux études préliminaires afin de compléter notre scénario d’apprentissage et valider la plateforme MobileSim et l’interface du simulateur, que nous avons utilisées dans notre expérimentation : la première avec des ordinateurs de bureau et la seconde avec des ordinateurs de poche. Nous avons fait suivre à deux groupes d’étudiants deux cours différents, l’un portant sur une approche traditionnelle d’enseignement, l’autre basé sur le scénario d’apprentissage collaboratif élaboré. Nous leur avons fait passer un test évaluant l’évolution conceptuelle sur la nature de la lumière et sur le phénomène de l’effet photoélectrique et concepts connexes, à deux reprises : la première avant que les étudiants ne s’investissent dans le cours et la seconde après la réalisation des expérimentations. Nos résultats aux prétest et post-test sont complétés par des entrevues individuelles semi-dirigées avec tous les étudiants, par des enregistrements vidéo et par des traces récupérées des fichiers logs ou sur papier. Les étudiants du groupe expérimental ont obtenu de très bons résultats au post-test par rapport à ceux du groupe contrôle. Nous avons enregistré un gain moyen d’apprentissage qualifié de niveau modéré selon Hake (1998). Les résultats des entrevues ont permis de repérer quelques difficultés conceptuelles d’apprentissage chez les étudiants. L’analyse des données recueillies des enregistrements des séquences vidéo, des questionnaires et des traces récupérées nous a permis de mieux comprendre le processus d’apprentissage collaboratif et nous a dévoilé que le nombre et la durée des interactions entre les étudiants sont fortement corrélés avec le gain d’apprentissage. Ce projet de recherche est d’abord une réussite sur le plan de la conception d’un scénario d’apprentissage relatif à un phénomène aussi complexe que l’effet photoélectrique, tout en respectant de nombreux critères (collaboration, simulation, dispositifs mobiles) qui nous paraissaient extrêmement utopiques de réunir dans une situation d’apprentissage en classe. Ce scénario pourra être adapté pour l’apprentissage d’autres notions de la physique et pourra être considéré pour la conception des environnements collaboratifs d’apprentissage mobile innovants, centrés sur les besoins des apprenants et intégrant les technologies au bon moment et pour la bonne activité. / The educational innovation itself is sometimes debatable but it is justified when the teachers confront the learning difficulties of their students. In particular, some notions of physics are notoriously hard for students to understand, as is the case for the photoelectric effect which is not often comprehended by the students at the college level. This research tries to determine if, as part of a physics course, the simulation of the photoelectric effect and the use of mobile devices in collaborative situations facilitate an evolution of the student’s conceptions about the concept of light. We have proceeded to develop a scenario of collaborative learning by integrating a simulation of the photoelectric effect on handheld devices (Pocket PC). The design of scenario was first influenced by our socioconstructivist vision of learning. We conducted two preliminary studies to complete our scenario of learning and to validate the platform « MobileSim » and the interface of the simulator used in our experiment. The first studies were completed with a simulation on computers and the second with a simulation on Pocket PC. After that, we carried out the experimentation with two groups of students. The control group was assigned to the traditional approach of teaching and the experimental group was assigned to the approach based on the developed scenario of collaborative learning. We have conducted a test twice to assess a conceptual change about the nature of light and about the phenomenon of the photoelectric effect and related concepts. The first test (pre-test) before the students are involved in the course and the second (post-test) after completion of experiments. Our results in the pre-test and post-test were completed by conducting semi-structured individual interviews with all students, by video recordings and recovered traces (on log files or on paper). Students in the experimental group obtained good results in the test compared to those of the control group. We noted an average gain of learning qualified at a moderate level according to Hake (1998). Interview results were used to identify some conceptual difficulties of student learning. Analysis of collected data from video sequences, questionnaires and recovered tracks allowed us to better understand the process of collaborative learning and has revealed that the number and the time of interactions between students are strongly correlated with the gain of learning. At first, this research project is a success in the designing of a learning scenario of a phenomenon as complex as the photoelectric effect and respects many criteria (collaboration, simulation, mobile devices, etc.) that it seemed for us extremely utopian to combine them in an effective learning situation in the classroom. For instance, this scenario could be adapted to the learning of other concepts in physics. It could also be considered for the design of collaborative environments for innovative mobile learning focused on the needs of learners that integrate the technologies at the right time and for the right activity.

Made available in DSpace on 2015-09-25T12:19:38Z (GMT). No. of bitstreams: 1 Valdenes Carvalho Gomes 1.pdf: 1865156 bytes, checksum: d95cdb9f00d22cd9d1f0643654acc86b (MD5) Previous issue date: 2011-10-14 / Studies showed that the use of information and communication technologies contributes to the educational practice in any level of education. However, it requires changes on the teacher s working methods, generat ing changes on the operation of the institutions and on the educational system. An information and communication technology must involve some kind of material object, which is part of the educational praxis related to the teaching process with some kind of relationship between the teacher-technology and technology-student. In our work we aim to investigate how a computer simulation can help the teaching of acontent of modern physics in high. A computational simulation is an activity that allows the student to manipulate and observe situations that mimic or approximate to a real physical phenomenon. The didactic intervention was performed in four consecutive meetings, each with one hundred minutes long. For this production and performance, we made use of a didactic text, a guide for the activity performance with the computational simulator, an evaluation questionnaire and a learning check activity. The results revealed that the students classified the computational simulation as a good way to approach the subject. Therefore, the use of computational simulations can provide an attractive teaching perspective, however it must be performed in a compatible way to the adopted teaching methodology. / Estudos demonstram que a utilização das tecnologias de informação e comunicação contribui para a prática educativa em qualquer nível de ensino. No entanto, ela impõe mudanças nos métodos de trabalho dos professores, gerando modificações no funcionamento das instituições e no sistema educativo. Uma tecnologia de informação e comunicação educacional deve envolver algum tipo de objeto material, que faça parte da práxis educativa relativa ao processo de ensino com algum tipo de relação entre o professortecnologia e tecnologia-estudante. No nosso trabalho objetivamos investigar como uma simulação computacional pode ajudar o ensino de um conteúdo de física moderna e contemporânea no ensino médio. Uma simulação computacional é uma atividade que permite o estudante manipular e observar situações que imitam ou se aproximam de um fenômeno físico real. A intervenção didática foi realizada em quatro encontros consecutivos cada um com cem minutos de duração. Para a produção e execução dessa intervenção fizemos o uso de um texto didático, de um roteiro para realização da atividade com o simulador computacional, de um questionário de avaliação e de uma atividade de verificação de aprendizagem. Os resultados revelaram que os estudantes classificaram a simulação computacional como uma boa forma de expor o conteúdo. Assim, a utilização de simulações computacionais pode se constituir numa perspectiva de um ensino atraente, entretanto, deve ser feita de forma compatível com a metodologia de ensino a ser empregada.

Made available in DSpace on 2015-09-25T12:21:55Z (GMT). No. of bitstreams: 1 PDF - Valdenes Carvalho Gomes.pdf: 4980053 bytes, checksum: debd4bf37d985363087d9cb8704bd4a9 (MD5) Previous issue date: 2011-10-14 / Studies showed that the use of information and communication technologies contributes to the educational practice in any level of education. However, it requires changes on the teacher s working methods, generat ing changes on the operation of the institutions and on the educational system. An information and communication technology must involve some kind of material object, which is part of the educational praxis related to the teaching process with some kind of relationship between the teacher-technology and technology-student. In our work we aim to investigate how a computer simulation can help the teaching of acontent of modern physics in high. A computational simulation is an activity that allows the student to manipulate and observe situations that mimic or approximate to a real physical phenomenon. The didactic intervention was performed in four consecutive meetings, each with one hundred minutes long. For this production and performance, we made use of a didactic text, a guide for the activity performance with the computational simulator, an evaluation questionnaire and a learning check activity. The results revealed that the students classified the computational simulation as a good way to approach the subject. Therefore, the use of computational simulations can provide an attractive teaching perspective, however it must be performed in a compatible way to the adopted teaching methodology. / Estudos demonstram que a utilização das tecnologias de informação e comunicação contribui para a prática educativa em qualquer nível de ensino. No entanto, ela impõe mudanças nos métodos de trabalho dos professores, gerando modificações no funcionamento das instituições e no sistema educativo. Uma tecnologia de informação e comunicação educacional deve envolver algum tipo de objeto material, que faça parte da práxis educativa relativa ao processo de ensino com algum tipo de relação entre o professortecnologia e tecnologia-estudante. No nosso trabalho objetivamos investigar como uma simulação computacional pode ajudar o ensino de um conteúdo de física moderna e contemporânea no ensino médio. Uma simulação computacional é uma atividade que permite o estudante manipular e observar situações que imitam ou se aproximam de um fenômeno físico real. A intervenção didática foi realizada em quatro encontros consecutivos cada um com cem minutos de duração. Para a produção e execução dessa intervenção fizemos o uso de um texto didático, de um roteiro para realização da atividade com o simulador computacional, de um questionário de avaliação e de uma atividade de verificação de aprendizagem. Os resultados revelaram que os estudantes classificaram a simulação computacional como uma boa forma de expor o conteúdo. Assim, a utilização de simulações computacionais pode se constituir numa perspectiva de um ensino atraente, entretanto, deve ser feita de forma compatível com a metodologia de ensino a ser empregada.

The theoretical part is to outline the possibilities of solar energy conversion, learn about the issues solar cells and describe the history of photovoltaics and photovoltaic energy conversion. Then describe principle of the measurement VA characteristics of photovoltaic cells. This issue is not as easy as it seems at first sight, because the solar cell isn’t a linear component, which is very easy to measure. Analysis of VA characteristic of photovoltaic cells affects parameters such as: light intensity, temperature, serial and parallel resistance, the slope of the light source, and more. The practical part deals with creating a workplace for automatic measurement of VA characteristics of photovoltaic cells in the LabVIEW. Challenge is to create a functional program, which automatically measures the VA characteristics not only in the lighted cells, but also in the shaded cell (diode mode). The program calculates the power and important parameters, such as short-circuit current, open circuit voltage, maximum power, current and voltage at maximum power article. The program allows you to export the measured values to a text file. In the last chapter of this work is made control measurements of three samples of monocrystal photovoltaic cell by the measuring workplace. The measurement is compared with the reference device Solar Cell Tester.

Spacecraft experience electric currents on conductive materials exposed to sunlight, which introduces noise in scientific data. These currents are mainly due to the photoelectric effect and should therefore be proportional to the inverse square heliocentric distance. However, measurements on the Solar Orbiter spacecraft suggests that these currents deviate from this proportionality, especially at perihelia. This paper aims to improve the understanding of how and why these induced currents vary by creating a model to describe the phenomenon. The investigation was based on thermal bending, thermionic emission, the photoelectric effect, outgassing, and a temperature dependence of the work function. Through numerical approximation, the thermal bending of the approximately 6m modeled antennas was estimated to be almost three meters at perihelion and the estimated outgassing fit the secular change in the data well. The direct impact of thermionic emissions was determined to be negligible. The final model was created utilizing a secular fit of the outgassing, the variation in the cross-section due to thermal bending, a yield proxy was created to model the impact of the work function temperature dependence, and the MgII index as a proxy for the solar EUV intensity. The final model was approximately accurate within 10%. Several future improvements are discussed, such as the inclusion of secondary emission or the empirical determination of the model deviation.

Orientador: Prof. Dr. Reinaldo Luiz Cavasso Filho / Dissertação (mestrado) - Universidade Federal do ABC, Mestrado Nacional Profissional em Ensino de Física - MNPEF, 2016. / Inserir conteúdos da chamada "Física Moderna" no Ensino Médio é um dos grandes desafios da atualidade. Dois experimentos chaves realizados no final do século XIX, a radiação de corpo negro e o efeito fotoelétrico, demonstraram que a Física Clássica era insuficiente para a explicação da natureza e levaram ao subsequente desenvolvimento da Mecânica Quântica. Ao contrário do que ocorre com a radiação de corpo negro, o efeito fotoelétrico pode ser compreendido através de conceitos relativamente simples, acessíveis ao nível de compreensão de alunos do Ensino Médio. Por outro lado, embora experimentos de efeito fotoelétrico já tenham se tornado lugar comum nos laboratórios de Física das universidades, o custo dos sistemas experimentais comercializados ainda são proibitivos para a maior parte das escolas de nível médio, com raríssimas exceções. Assim, o desafio que nos propusemos foi o de elaborar um experimento que envolvesse a absorção quantizada de fótons pela matéria e que pudesse ser concretizado com materiais de baixo custo, demonstrando sua viabilidade como conteúdo do currículo de Física Moderna. Como produto final, elaboramos um manual de construção do aparato experimental para o professor do Ensino Médio, bem como um guia de atividades para o aluno, que será capaz de compreender de maneira prática o efeito fotoelétrico, a dependência da intensidade da fonte luminosa com o comprimento de onda dos fótons, assim como determinar experimentalmente a constante de Planck. / Today one of the big challenges at High School teaching is to present contents of the so called "Modern Physics". At the end of the XIX century, two experiments put Classical Physics in trouble, it was not enough to describe the Nature anymore. These two key experiments, the black body radiation and the photoelectric effect, were the ones responsible for the begining of the development of Quantum Mechanics. Although the black body radiation explanation requires a Mathematics background not accessible at High School level, the photoelectric effect can be understood with relatively simple concepts. Although photoelectric effect experiments are common places at Universities, the cost of such systems is prohibitive for the large majority of High Schools in Brazil, with rare exceptions. Therefore the challenge that we propose ourselves was to develop a low cost experiment to explore the quantized photon absorption by the matter. In this way, we could prove the viability of this very important Modern Physics content. As the final product, we elaborate a construction manual for the High School Teacher, as well as a student guide for the experiment. The students will be able to understand the photoelectric effect in a experimental approach, analysing the intensity of the photoelectric current as a function of the light intensity, the dependence with the photon wavelenght as well as they will have the capacity to get the Planck constant experimentaly.

This study explores the use of computer simulations to supplement learning in Science lessons, specifically the photoelectric effect. This study uses the Felder and Silverman Learning Style Model (FSLSM) as a theoretical framework to investigate the use of simulations as it provides a useful lens through which to explore the consistent way in which a person learns regardless of the teaching method or content learnt. Using this theoretical framework, this research investigates the experiences of learners with different learning styles when an interactive computer simulation is used to aid teaching the photoelectric effect in Physical Science. This case study used qualitative data collected from 17 computer literate Grade 12 learners in three different classes at a secondary school in Nelspruit, Mpumalanga. Analysis of the data collected in this study shows that when the simulation is used in Science, the learning experience of the learners is enhanced. Positive experiences for all four the Dimensions in the FSLSM could be indentified when the ICS was used and this could be linked to specific learning styles. Sensory and Intuitive learners enjoyed conducting the experiment that would normally require unsafe conditions and that the experiment could be set up quickly and with ease. The different dimension brought about by using the ICS was enjoyed by Intuitive learners. The visualisation of the abstract physical systems enhanced the learning for Visual and Verbal learners, whilst Global and Sequential learners felt that they gained a deeper understanding of the photoelectric phenomenon by using the ICS. Reflective learners enjoyed the precision of their pseudo-experimental data, but the Active learners felt that they did not understand the graphs given in the ICS. The interactive control variables and the fact that the learners had an option to work in either a group or on their own, benefitted both Active and Reflective learners. / Dissertation (MEd)--University of Pretoria, 2014. / gm2014 / Science, Mathematics and Technology Education / unrestricted